Alongside the EU early school leaving indicator, explore opportunities for developing or enhancing national data collection systems which regularly gather a wide range of information on learners, especially those at risk and early school leavers.

The Luxembourg Presidency's symposium Staying on Track — tackling early school leaving and promoting success in school held in Luxembourg on 9-10 July 2015, which brought together participants from across the EU in the fields of policy making, research and practice to debate this important topic.

They should be trained to deal with learners' individual needs and growing diversity in terms of their social, cultural, economic and geographic backgrounds, to prevent early school leaving and to use innovative pedagogies and ICT tools in an optimal manner, while enjoying ‘induction’ support early in their careers.

A potential applicant for a marketing authorisation may request the advice of the Agency on whether a specific medicinal product being developed for a specific therapeutic indication falls within one of the categories set out in Article 2 and fulfils the requirement laid down in Article 4(1)(c).

ET 2020 could be used to support Member States to respond to the challenges identified in the different CSRs: on ESL (AT, DK, ES, MT) and tertiary attainment (BG, CZ, MT, PL, SK); concerning lifelong learning, VET and skills for the labour market (AT, CY, DK, EE, ES, FI, FR, LU, MT, PL, SI, SK, UK); and on pre-school and school education or equity issues (BG, DE, EE).

Lifelong learning policies would address opportunity gaps among the workforce, starting at the initial education system. Early school leaving would be fought and general qualification levels of school leavers would be improved. Illiteracy and innumeracy problems among the adult population would be addressed. Workforce training would be targeted especially at the low skilled. Combinations of work and training and mobility between training systems would be promoted. Informal learning would be recognised and validated and low-threshold, easy access language and computer training inside and outside the workplace would be organised.

The priority for school and adult learning should be to develop measures that make a stronger contribution to the Lisbon strategy and to achieving relevant benchmarks (reducing early school-leaving and increasing participation in lifelong learning).

School-based early school leaving policies should include collaborative approaches, the active involvement of parents, partnerships with external stakeholders and the community, measures to support the well-being of pupils and high-quality guidance and counselling, ensuring that each pupil has an equal chance to access, participate in and benefit from high-quality education and enabling all learners to reach their full potential.

Key issues for the future: The successful implementation of the lifelong learning strategy adopted in 2001 is crucial to address the low educational levels, the high level of school drop outs and weaknesses of workforce qualifications.

While reducing drop-out rates and increasing graduation rates remain a challenge for many Member States, especially among disadvantaged groups, the need to ensure that all forms of higher education provide students with relevant high-level knowledge, skills and competences that prepare them for their future careers is a priority.

- strengthen the 'New Start' EU target for the young unemployed: each individual should receive an early opportunity for training or work: no later than one month after becoming unemployed for 15-19 year olds, and two months for 20-24 year olds; support youth organisations in providing training and helping early school leavers and drop-outs.

- develop urgently strategies to reduce early-school-leaving, and to ensure more young people leave school with an upper secondary level qualification, since many countries are still far from the EU benchmark of a maximum of 10% school drop-outs.

As regards education and training, the link in lifelong learning policies between labour supply and demand could be strengthened, in co-operation with the social partners, and the prevention of school drop out calls for action, paying special attention to ethnic minorities.

If solid foundations are laid in the early years, later learning is more effective and is more likely to continue life-long, lessening the risk of early school leaving, increasing the equity of educational outcomes and reducing the costs for society in terms of lost talent and of public spending on social, health and even justice systems.[1]

Calls on the Member States to channel investment into inclusive education which responds to societal challenges with regard to ensuring equal access and opportunities for all; stresses that quality education and training, including lifelong learning opportunities and programmes to tackle all forms of discrimination, economic and social inequalities and the causes of exclusion are essential to improving social cohesion and the lives of young people who suffer from disadvantages socially and economically, as well as those from minority groups, and highlights the need for continued efforts in reducing their early school leaving.

G. whereas the political vacuum and lack of stable government have been exploited by Daesh, whose ranks include foreigners and Libyan terrorists who have returned home from fighting in Iraq and Syria; whereas these returnees, accompanied by Jihadists from other countries, seized the city of Derna to the east of Benghazi in November 2014 and made a pledge of allegiance to Daesh; whereas these forces or their allies have since become active along almost the whole coastline from Derna to Tripoli, including Bayda, Benghazi, Ajdabiya, Abugrein and Misrata, with full control of more than 200 km around Sirte, and they also have a training base ...[+++]to the west of Tripoli near the Tunisian border; whereas Daesh has launched a local campaign of terror – with beheadings, shootings and bombings – while expanding its territory, has taken control of the road and can hinder east-west connections;

28. Highlights the essential role of competent and supportive teachers and trainers in reducing early school leaving, especially in underdeveloped areas, and in improving the employability of young people; stresses that teachers need to be better supported by schools, training institutions, local communities and educational policies, e.g. through more efficient and up-to-date training in new skills, such as entrepreneurial and ICT skills, promotion of peer learning and exchange of best practices, and easier access to training opportunities and improved systems of continuous VET; stresses, in this regard, the importance of investing in li ...[+++]felong learning development for teachers; strongly opposes any cutbacks in education budgets, especially when combined with the reduction of scholarships and grants and the increase in educational fees;

8. Highlights the essential role of competent and supportive teachers and trainers in reducing early school leaving, especially in underdeveloped areas, and in improving the employability of young people; stresses that teachers need to be better supported by schools, training institutions, local communities and educational policies, e.g. through more efficient and up-to-date training in new skills, such as entrepreneurial and ICT skills, promotion of peer learning and exchange of best practices, and easier access to training opportunities and improved systems of continuous VET; stresses, in this regard, the importance of investing in lif ...[+++]elong learning development for teachers; strongly opposes any cutbacks in education budgets, especially when combined with the reduction of scholarships and grants and the increase in educational fees;

7. Considers that. without neglecting the need to support children who are poor, have dropped out of school or are socially excluded, policies supporting children and young people should be strongly marked by prevention, including long-term strategies for combating social inequality;

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